funds, and more into the structure of the lessons and studies, and the relationships, applications, and value of the ideas secured or attempted during the daily sessions of the school classes. It will be a great day for us, when our principals and schoolmasters cease to put forward so prominently, at the end of the quarter or term, its smartest compositions and declamations, and when the over-generous public shall begin to attend on 'examinations' with a less allowance of eyes and ears, and a more vigorous and active use of the discriminating and judging powers of their own minds. In the externals of education, England, France, and Germany must take rank after some of the States of our country; but in the matter of seeking the right interior qualities and tendencies of instruction, they have been in advance of us; though just now the anti-progressive spirit of their governments is interposing itself to hinder the largest practicable results by the schools, and to what extent it will emasculate them of their best qualities, time only can show. Among our teaching class, the apathy is not confined to the ill-rewarded incumbents of the lower positions; with rare exceptions, it is even more decided at the other extreme of the scale. Of all the gentlemen holding place in our over-numerous college faculties, and commanding, one would expect, the very passes to the _terra incognita_ of the human soul, how few seem disposed to prove their individual _faculties_ by any thoroughgoing and successful incursions into unknown regions of the psychologic and pedagogic realm! The spirit of this should-be influential and leading class among us is one of serene assent in the iteration of the old steps, with of course some minor improvements, but with no attempts at a grand investigation and synthesis, such as gave to philosophy her new method, and to the world her growing fruitage of physical sciences.